As a student teacher I have continued the rules of my classroom as set when I came in. Many rules are about respect, as outlined in the blog entry. No sleeping, no talking, etc. I also am extremely adamant about no eating in my classroom, as well as no drinking anything besides water. My class doubles as a lab and these rules are part of the school policy on science classrooms. I am very relaxed on cell phones, however, because the way I see it it doesn't have to be a battle. I almost incorporate the use of cellphones into my classroom. For students to borrow one of my pens or pencithey mymust trade me their cell phone. I also have them set alarms on their cell phones for homework and test reminders. Both of these new rules have worked tremendously in class.
As a classroom teacher I would love to model my CTs rules of the classroom. I admire the way she can control the classroom in a manner that makes her the authority figure but also an approachable person. She is very clear on her rules in the classroom, and the students are very aware of the consequences that follow. When the rules are broken, consequences are always implemented. There are rare exceptions. When the students return to class after the consequence is implemented, however, she does not let these "bumps in the road" effect their classroom experience. Once she is done with her consequences or lectures on bad behavior she is quick to let the student know that they can move on.
I have found that I need to stand my ground much more with 9th grade students. It is much better to seem "strict" than "dumb" in front of the students. I have found myself in a position where I was trying to let's students off easy with a warning, but ended up looking "dumb" to their peers as if the student had tricked me. I am adamant about a specific set of rules now, and the students seem to respond well. For example, lateness is not accepted unless the students are crossing buildings in which case 30 seconds is allowed. If they are late I have made it well aware that they are to get a pass. I had some resistance the first week, but now there is almost nothing. I have had much less attitudes and refusal to change behaviors now that the rules are clearly outlined.
You make some interesting points about the need for rules and enforcement. When a teacher is consistent, he or she can also nurture an air of approachability. How did your reflection on rules make you think about student engagement. What strategies have you used to engage ninth graders successfully? (Side note: Get in the habit of looking for and fixing your typos.)- fogleman
(Sorry, I try to avoid typing with the iPad for this reason! I have edited the posted and hopefully gotten all of the typos)
As a classroom teacher I would love to model my CTs rules of the classroom. I admire the way she can control the classroom in a manner that makes her the authority figure but also an approachable person. She is very clear on her rules in the classroom, and the students are very aware of the consequences that follow. When the rules are broken, consequences are always implemented. There are rare exceptions. When the students return to class after the consequence is implemented, however, she does not let these "bumps in the road" effect their classroom experience. Once she is done with her consequences or lectures on bad behavior she is quick to let the student know that they can move on.
I have found that I need to stand my ground much more with 9th grade students. It is much better to seem "strict" than "dumb" in front of the students. I have found myself in a position where I was trying to let's students off easy with a warning, but ended up looking "dumb" to their peers as if the student had tricked me. I am adamant about a specific set of rules now, and the students seem to respond well. For example, lateness is not accepted unless the students are crossing buildings in which case 30 seconds is allowed. If they are late I have made it well aware that they are to get a pass. I had some resistance the first week, but now there is almost nothing. I have had much less attitudes and refusal to change behaviors now that the rules are clearly outlined.
You make some interesting points about the need for rules and enforcement. When a teacher is consistent, he or she can also nurture an air of approachability. How did your reflection on rules make you think about student engagement. What strategies have you used to engage ninth graders successfully? (Side note: Get in the habit of looking for and fixing your typos.)-
(Sorry, I try to avoid typing with the iPad for this reason! I have edited the posted and hopefully gotten all of the typos)